An evaluation of the outcomes of training and developing school principals in labour relations during the ten years of democracy

Abstract

The purpose of this study was to investigate the role of principals in ensuring the implementation of the Labour Relations Act at school. It was also to determine if District Officials in Sedibeng West: cluster five are supporting the principals in their efforts to ensure that educators are in line with the expectation of the Labour Relations Act. This investigation was prompted by school principals who failed to implement the Act as expected in their respective schools, as well as principals who could manage their schools effectively, but could not sustain the standard for a longer period. To investigate the problem, a literature study and empirical research were undertaken. The literature survey focused on an overview of the Labour Relations Act, the importance of labour relations at school level, operational management of the Labour Relations Act at school level and the Employment of Educators Amendment Act. The literature study focused on training and development (Labour Issues in Education), a systems approach to training and development, the role of principals in supporting professional development, designing professional development programmes and introducing techniques for professional development on-the-job. The empirical investigation obtained the required information from Principals, Deputy Principals, HODs and educators plus the data. The study revealed that principals, deputy principals, HODs and educators need urgent training in the following aspects of the Labour Relations Act i.e. the aims of the Act, strike action, unfair dismissal, dismissal for misconduct, dismissal for incapacity and incompetence and discipline at the workplace. iv The research findings revealed that the District Office (Sedibeng West: Labour Relations Unit) should train and develop educators on a regular basis in dealing with the Labour Relations Act, design a database, so that all the cases (especially the core statistics) will be easily accessible, induct newly appointed educators (i.e. principals, deputy principals, HODs, educators:PL1) properly, monitor principals' work on a regular basis in order to ensure that the Labour Relations Act is fully implemented at school level, and have a programme that will ensure that all educators (especially principals) attend in-service training on an annual basis, because we are living in a dynamic and transformational type of education. Recommendations have therefore been made so that District Officials (Labour Relations Officials) can assist principals in ensuring that the Labour Relations Act is implemented and owned by educators. v